Abstract
Data and the use of data for teaching and learning can be a powerful tool. However, data can also be overwhelming or underused if teachers and leaders do not have adequate systems, supports, or mindsets to facilitate effective data use. The Data, Knowledge, Action programme of research involves early childhood researchers and teachers working together to design and try out new data systems to produce useful information to guide pedagogical change and strengthen learning outcomes. This article outlines conceptual processes and tangible supports we’ve embedded in our work to develop the habits of mind and skills to use data effectively.
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